本研究之目的是要建立一個與切身相關者為基礎的資訊科技政策接受模式AMEPIT（acceptance model of educational policy for information technology），為了驗證AMEPIT模式，本研究分別以教師 e 化教學自我效能和使用新科技的態度為外部變項，探討兩個相關的政策接受模式 AMEPIT1 和 AMEPIT2，並且檢驗模式之適配度。研究資料的蒐集是針對全國中小學教師進行問卷抽樣施測，共回收372份有效問卷。經使用結構方程式進行統計分析，結果顯示模式AMEPIT1具有良好適配度，能解釋教師接受資訊科技教育政策之態度的 49.4%，AMEPIT2也具有良好適配度，也能解釋接受政策態度的 49.4%。此外，本研究也在期望價值理論的基礎上，發展新的ICT教育政策接受模式，結果發現教師 e 化教學自我效能與使用新科技的態度對政策理解性與政策易應用性具有正相關；政策理解性對政策易應用性具有正相關；政策理解性與政策易應用性對學生的學習價值性具有正相關；學生的學習價值性對教師接受政策的態度具有正相關，同時本研究也強調在ICT政策接受模式中，教師使用新科技之態度此新外部變項的重要性。
此外，本研究發展的ICT教育政策接受模式可提供過去ICT教育政策執行時常會碰到之「賣得多、用得少」問題的另一個調整策略，本研究發現教師通常對政策具有高度期望，希望政策能提供它們進行將政策融入教學的價值性，也就是學生的學習效能。
本研究其他發現包含發現男女教師在 AMEPIT 各構面並無顯著性差異；鄉鎮地區學校教師在模式各構面均較其他地區明顯偏低；導師者在模式各構面的平均填答值均較其他職務之教師顯著偏低。本研究未來可將不同的外部變項使用在資訊科技教育接受模式上，也可以進一步擴大模式應用的範圍至其他教育政策或公共政策，或與其他模式發展成整合性的應用。

The purpose of this study is to construct an acceptance model of educational policy for information technology, AMEPIT, based on the perspectives of stakeholders. In order to verify the conceptual model AMEPIT, this study explored the correlates of two policy acceptance models, AMEPIT1 and AMEPIT2, respectively by using two external constructs, teachers’ self-efficacy of e-teaching and the attitude toward new information technologies, and checked the model fitness. Quantitative data were collected by questionnaires survey of teachers at Primary and Secondary Schools in Taiwan, and there were 372 valid samples were returned. The models AMEPIT1 and AMEPIT2 were verified by the SEM (structural equation modeling) and it indicated that both models have good fitness. One result of this study revealed that the explanatory power of AMEPIT1 is 49.4% and the same explanatory power with AMEPIT2 is 49.4%. In addition, to developing the new acceptance model of ICT educational policies, this study was based on the expectancy–value theory to verify the interrelatedness between external variables, self-efficacy in e-teaching and attitude toward new information technologies were positively correlated to policy understanding and perceived ease of policy applied to teaching respectively; policy understanding was positively associated with perceived ease of policy applied to teaching; policy understanding and perceived ease of policy applied to teaching were positively associated with students’ learning effectiveness; and students’ learning effectiveness was positively correlated to attitude towards the policy acceptance. This study also emphasized the importance of the new external variable, the attitude toward new ICT, in the policy acceptance model for ICT.
Furthermore, this study provided the other avenue to regulate the problem why “sold more use less”, which usually encountered during the ICT policy implementation. The other result was to disclose that ICT benefit to students’ learning effectiveness would be a crucial intervening variable in the AMEPIT models. It indicates that teachers usually have a great expectancy for the policies from which, they hope, would induce an expected yielding value to help them apply the policies to their teaching for the purpose of prompting students’ learning effectiveness.
Results in this study also include the reveal that there is no significant difference in all constructs of the AMEPIT model in teachers’ gender. And teachers at the schools located in the rural area got a lower value than those in other areas. Mentors will have a lower value in all constructs of the AMEPIT model than the others. In future, this study will be expanded by using the different external variables in the AMEPIT model, or applying this model to another educational policies or public polices, or developing the integrated application with the other models.

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